class planifications

Group 8th courseDate 22/02/2013Time 40 minutesNo. of students 33

Recent topic work: Following instructionsRecent language work: English

Aims: The students are able to follow instructions that contain imperative verbs and courtesys words.

Objectives Practice following instructionsRaise awareness if syllable and word stressDevelop intensive listening skills

Assessment: Observe, listening, and reading the dialogs scenes that contains imperative verbs and courtesys words.

Materials Tape recorder. CD. Textbook

Anticipated problems

Teaching process TimeGroups Success indicators

Warm upMr. Wascavages Alphabet Warm UpArms CirclesBend and touch toesClap handsExtend to the sky (reach towards ceiling)Fly like a bird (flap arms like wings)Hop on one foot, now on the otherKick one foot in the air, now the other Lean to the right, Lean to the Left March in placeNod teacher lightlyRelax (Catch your breath)Sit UpsTurn in circlesZig Zags (make zig zags with our arms).

5 min

Ss identify the pictures with the numbers following instructions.

Recognize and distinguish the words, expressions, and sentences in simple spoken texts related to the learners personal and educational background.

Type of activity: Group WorkPresentation Tell students to listen to the numbers. Play Script 4 or say the numbers aloud two or three times.

Put the listening Listen. Say the numbers.

one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteenTell students to count from 1 -15 two or three times.

Point the students one by one and they have to say the number in the sequence count please.

Say: Lets read the instructions for Task 2.

Tell students to look at the pictures and tell you their ideas. Say: Look at the pictures. (Point the pictures.) Tell me your ideas.Distinguish phonemically distinct words related to the learners personal and educational background (e.g. numbers).

Type of activity: IndividualPractice Play the CD or read Script 5. Stop after each instruction to give students time to identify the picture.

Put the listening Listen and number the pictures.

1 Mario, open the window, please2 Close the window, please, Cecilia3 Rosa, open the door, please4 Close the door, please, Juan5 Pedro, stand up, please6 Sit down, please. Marco7 Go back to your seat, please8 Write your name, please9 Roberto, go to the board, please

1. Say: Now follow my instructions, please.2 Invite a student to follow your instructions. Give him/her two or three of the instructions below necessary.3 Repeat the procedure with other students.Help him/her if necessary.Understand instructions addressed to them carefully and slowly.

Extract the gist and key information items from simple informational texts.

Type of activity: Pair workProductionCollaborative approach activityCooperative learningInformal teams.

1 Put students into pairs. Use your hands to show the grouping. Say: Get into pairs. Give your partner instructions.2 Tell students to take turns to give each other instructions. Encourage them to use the classroom language in the box to ask you for any words.3 Walk around the class. Monitor students work.Help them if needed.

EvaluationParticipation through a checklistUnderstand instructions addressed to them carefully and slowly.

Respond with simple, direct answers given that the interviewer is patient and cooperative.

Additional activities

Homework/further work


Recent topic work: Identity cardRecent language work: English

Aims: The students will be able to complete the identity card with personal information and ask and answer wh-questions.

Objectives Develop intensive reading skillsPractice Wh-questions Develop speaking practice

Assessment: Reading, ask and answer information related with the identity card information.

Materials Students book, Pancard, ID Cards


Teaching process TimeGroupsSuccess indicators

Warm up 1 Read the instructions for Task 1.Encourage student to guess the meaning of name, age, town/city, class, signature.

Ss complete the name cards with their personal information.

Type of activity: IndividualPresentationWrite these cues on the board: Im Im I live in I go to Im class Demonstrate the activity with a student.Say: (name), come here, please. Encourage the student to talk to the class using his/her notes and the cues on the board.Focus students attention on the correct pronunciation of the initial /s/.Follow the same procedure with one or two more students.

Ss introduce themselves.

Ss introduce their classmates.

Type of activity: Group WorkPractice1 Invite students to do the task. Say: Look at the picture and the text. Complete the information. Point to the text in the bubble as you speak.2 Walk around checking students work individually. Help students if needed.

Write isolated phrases and sentences for simple informational texts such as labels, messages, forms, cards, etc. by using basic appropriate punctuation marks (i.e. commas and periods).

Type of activity: Pair workProduction1 Get students into groups. Say: Get into groups of four. 2 Walk around the class and monitor.3 Ask one or two students to talk about themselves.

A possible production modelHello. Im (Pedro). Im (twelve). I live in (Cuenca). I go to (Simon Bolivar School). Im in class (one).

Participate in short conversations on very familiar topics within the personal and educational domains.

4 Read the task instructions.5 Copy the questions and the information to be completed on the board.6 Invite a student to come to the front. Ask the student the questions. Point to a picture. them as you speak. Encourage him/her to answer the questions. Point to the information to be completed as you speak. Write the answers on the board.7 Follow the same procedure with another student.8. Ask students to work in pairs taking turns.9 Walk around and monitor. Help students if necessary.10 Ask a pair of students to ask and answer the questions in front of the class.

A possible production model His/her name: Augusto DiazHis/her age: 12His/her town or city: Ibarra

EvaluationInvite a student to complete the information on the board.

Ask and answer questions about themselves and other people, where they live, people they know, things they have, etc.


Homework/further work Practice with the parents card completing with the information of themselves at home


Recent topic work: The AlphabetRecent language work: English

Aims: The students are able to associate the alphabets letters with its respective sound

Objectives Present and practice the alphabet Develop intensive listening skillsPractice spelling

Assessment: Identifying the alphabet's letters pronouncing reading and writing to form words acting with responsibility.

Materials Pancard with the alphabet. Students book. Works notebook. CD. Recorder

Anticipated problems Some students don`t do activities with responsibility.


Warm upA My Name Is Anne [footnoteRef:1] [1: https://sites.google.com/site/improvisationforyouthjournal/warm-up-games/alphabet-game]

1. Begin by asking the group to prepare the room for drama and then to gather circle center standing.

2. Explain that we are going to play a game called A My Name is Anna in order to strengthen alphabet skills, focus, and patience.

3. The rules of the game are as follows:

a. The first person to go in the circle starts with the letter A and has to follow the rhyme: A my name is Anna my friends name is Abbie we live in Azuay and we sell Apples. *for a boy A my name is Adry my girlfriends name is Alice we live in Alpachaca and we sell apricots.

b. The next person starts with the Letter B: B my name is Betsy my friends name is Betzy we live in Bolivar and we sell Bananas.Ss associate the alphabets letters with its respective sound, furthermore recognize letters into words.

Ss spell their names.

Ss spell words.

c. In between each person there is a clap or leg slap to which allows the next participant time to think of their letter.

d. If someone is not able to complete their letter they must sit down for one turn.

4. IMPORTANT: It is important to remind everyone that we want to make a safe and comfortable environment. Remind each participant that if at any time they feel uncomfortable completing the combination given that they are free to not participate in that combination.

5. When facilitating this activity it is ok to adjust to the energy you want in the room for instance this could be done sitting first.

6. Things to consider for this activity:

a. May not be good in classrooms that have students with learning disabilities

b. You should not play with students who do not know their alphabet yet, or English.

Type of activity: Group WorkPresentation Tt Invite students to look at the picture of the balloons and predict what they have to do.Read the alphabet aloud A B C D E F G H I J K L M N O P Q R S T U V W X Y ZPlay Script 6 or say the letters two or three times. Point to the letters as your speak.Play the tape/CD again and invite students to point to the letters. Say: Lets say the letters together.Put the listening Listen and say.

AHJKBCDEGTUOIYRFLMNSXZQUWRecognize syllable, word, and sentence stress.

Type of activity: IndividualPractice1 Read the task instructions. Ask a student to read the instructions too.2 Demonstrate the task with the example. Write USA on the board. Say the letter A and underline it.3 Play or say Script 7 two or three times.4 Ask students to check their answers in pairs. 5 Check the task on the board.6 Write your name on the board. Say: My name is (your name). Spell it. Point to each letter as you speak.7 Invite some students to spell their names.Say: (name), spell your name, please. Write the name on the board as each student spells his/her name.8 Demonstrate the task with the example. Write two names on the board. Invite a student to come to the front. Say: How do you spell Jorge? Encourage the student to spell it.Follow single-step written instructions.

Pronounce words, expressions, and statements in their personal and educational repertoire intelligibly, phonetically differentiating distinct words so as to avoid misunderstandings.

Type of activity: Pair workProductionPut the listeningListen. Underline the letters that you hear.V K I G D S H O N T FKey TV OK ID LG CD VHS DHL SOS CNN TGIF

1Ask another student to come to the front and do the same with other name.2 Get students into pairs. Say: Work in pairs. Write four names. Take turns.3 Monitor the task. Help students if needed.

EvaluationSpell your name, ask to his/her partner that spell his/her name in correct way.Identify the relation between the sound and spelling of English words within their lexical range.

Spelling is accurate at times, though it exhibits problems with pronunciation, intonation or pacing and so may require significant listener effort.




Recent topic work: AlphabetRecent language work: English

Aims: The students will be able to strengthen knowledge by means of educational games.

Objectives Introduce variety by means a game and puzzle solving.

Assessment: Identifying the pronouncing words, writing acting with responsibility.

Materials Students book. CD. Recorder



Type of activity: IndividualPresentation Read the task instructions.Demonstrate the task. Invite a student to the front. Say (name), come to the board, please. Spell a word (for example, school) and tell student to write the word on the board. Encourage the student to use the classroom language suggested if needed.

Ss spell words that are related with the classroom language

Speech is clear at times, though it exhibits problems with pronunciation, intonation or pacing and so may require significant listener effort.

Type of activity: Group Work.Practice1 Play Script 9 or say the words letter by letter. Pause after each word. Allow students enough time to write the words.2 Tell students to compare their work. Say: Check your work with your partner, please.Put the listeningListen and write the words.1 school 2 name3 job4 place5 engineer6 teacherRecognize and distinguish the words, expressions, and sentences in simple spoken texts related to the learners personal and educational background.


Type of activity: Pair workProduction1 Get students into groups.2 Tell a member of each group to note down two or three words. 3 Invite students to play Hangman4 Walk around checking that all students are participating. Help students if needed.

EvaluationParticipation through a checklist

Take down in writing a dictated or recorded message within the limits of their repertoire for the level.




Recent topic work: Numbers and TimesRecent language work: English

Aims: The students will be able to recognize the numbers and write respective hours on the clocks.

Objectives Develop intensive listening skillsReinforce and practice numbers Practice saying and writing the time

Assessment: Save and recognize numbers 16 - 100, Give and ask for times (to the nearest five minutes). Correct each other.




Warm upLet's count the hours around the clock together." (or have your students repeat them after you if they are unable to do it at this time.)

Ready, steady, go. 1,2,3,4,5,6,7,8,9,10,11,12. Good.

Let's count the hours around the clock backwards.

Ready, steady, go. 12,11,10,9,8,7,6,5,4,3,2,1.

We are so clever to be able to count backwards and forwards around the clock.

Now, let's count by fives starting at the 1 which means five minutes after the hour.

Ss write the correct hour on the clock drawed.


Distinguish phonemically distinct words related to the learners personal and educational background (e.g. numbers etc.).

Ready, steady, go. (To build your student's confidence, you may need to say the number word first and then have your students repeat it). You say, 5. Then your students say 5. And so on. 10,15,20,25,30,35,40,45,50,55,60.[footnoteRef:2] [2: http://www.helpingwithmath.com/by_subject/telling_time/tim_telling_time_2md7.htm]

Type of activity: Group Work, IndividualPresentation Tt Read the task instructions or ask the student to read the instructions.

Draw the students attention to the pictures. Say Look at these pictures. Tell me that you see.Draw a circle with numbers from 1 to 12 on the board.Invite students to recognize the numbers. Point at them as you say the numbers. Play the CD or read the Script 10 two or three times

Put the listeningListen to the hour and write it down on the clock Its one oclock.Its four oclock11. Its 11 oclockIts 6 oclockIts 8 oclockIts 11 oclockIts 12 oclockFollow single-step written instructions.

Distinguish phonemically distinct words related to the learners personal and educational background (e.g. hours)

Read the task instructions or ask a student to read the instructions. Say (name), read the instructions for task 2, pleaseDraw the first oclock on the board to demonstrate what students have to do. Tell students to listen to the CD. Say: Listen and mark the time. Point the numbers as you speak. Read the instructions. Demonstrate the task with the example.

Type of activity: Group WorkPractice1 Play the CD or Read Script 11 two or three times or until most of the students have finished the task.Listen and mark the time on the clocks.It`s nine oclock.It`s twelve oclock.It`s ten oclock.It`s six oclock.It`s three oclock.

Walk around the class and check students work Ask students to check the times in pairs.Recognize and distinguish the words, expressions, and sentences in simple spoken texts related to the learners personal and educational background.

Type of activity: Individual, Pair workProduction 1 Tell students to write down any time you want. Give them enough time.

A possible production model1. 9.00 2. 12.00 3. 11.004. 6.00 5. 8.00

2. Read the task instructions.3. Give a speaking model. Bring one student to the front. Say: (name), what time is it, please?Encourage the student to answer using the first time he/she has written down in Task 3. Copy the time on the board. 4. Invite a pair of the students to speak.5 Put students into pairs. Use your hands to show this grouping technique.6. Walk around the class. Listen to the students. Help if necessary.

EvaluationDraw five clocks and mark the time that you want.

Spell personal and educational details (e.g. hours)





Recent topic work: How to make a clockRecent language work: English

Aims: The students will be able to make a clock and ask and answer Yes/No questions.

Objectives Provide students with a practical element to their course Practice Yes/No questions

Assessment: Save and recognize numbers 16 - 100, Give and ask for times (to the nearest five minutes) Correct each other

Materials Students book. A piece of card. A pencil. Some scissors. A ruler. A clip. Compasses. A black pen. A red pen.


Teaching processTimeGroupsSuccess indicators

Warm upPass the hour

Procedure1. All students sit down in rows2. One person chooses a hour, then putting his/her hands together points to the person next to them and say hour. The next person puts their hands together, points to the person next to them and say hour.3. Pass the hour around the whole row.4. Then tell the students then can change the direction of the hour by pointing to someone across the row or sending the row back to the person who gave it to them.5. This game needs to be played at a fast speed.[footnoteRef:3] [3: 17 Cambodia Modue.pdf]

Ss ask and answer yes no questions in present simple (5 questions)


Type of activity: IndividualPresentation Tt Read the instructions. Demonstrate the task. Think of a number. Ask a student to the front. Say: (name), guess my number, please. Copy the question (Is it?) on the board. Encourage students to ask you the question.Answer as in the example.

A possible production model7 - 6 - 3 - 2 - 1

Read the task instructionsDemonstrate the task. Read the first part of Script 13 and do the first one as an example.Play the CD or read Script 13 two or three times or until most of the students have completed the task.

Put the listening Listening to the things you need to make a clock.Match the pictures with the names of the things.

To make a clock you need:a piece of card, # 1, compasses, # 2, some scissors, # 3, a black pen, # 4, a pencil, # 5, a ruler # 6, a clip, # 7, a red pen, # 8.Recognize and distinguish the words, expressions, and sentences in simple spoken texts related to the learners personal and educational background.

Ask people for things and give people things.

Type of activity: Group WorkPractice1. Tell students to look at the pictures. 2. Demonstrate the task. Read the first part of Script 14 and draw the circle on the board. 3. Tell students to use the materials. Play the CD or Script 14. Say one instruction at time. Give students enough time to follow the instructions.4 Check that all students are following the instructions, and help them if necessary.Read the task instructions.Tell students to look at the picturesDemonstrate the task with the example.

Type of activity: Individual, Pair workProductionListen and follow the instructions.1 Draw a circle.2 Divide it into twelve parts.3 Write the numbers one to twelve.4 Make a hole in the centre.Tell students to work individually. Play Script 14 again to do the task.Ask the students to check their answers in pairs. Say: Get into pairs to check your answers, please. Check the task on the board. Say: (name), tell me the word for number 2, please.Understand instructions addressed to them carefully and slowly.

Follow single-step written instructions.


EvaluationAsk and answer yes/no questions with your partner.


Homework/further work Make a clock face at home


Recent topic work: How to make a clock. Recent language work: English

Aims: The students will be able to follow instructions and difference clocks, watches.

Objectives Practice following instructionsDevelop and practice vocabulary related to clocks and watches.

Assessment: Listening, observe, reading and speaking about clocks and watches




Type of activity: Group WorkPresentation Tt Read the task instructions. Explain to students that they have to follow your instructions.

Listen to the times and show them on your clock.

Its two o clock Its five o clockIts seven o clockIts nine o clockIts eight o clockRead the task instructionsTell students to look at the pictures to find out the difference between clocks and watches. Now point at the grandfather clock and say: Number one? Encourage a student to give the answer. Eight oclock. The point to one of the watches and do the same.

Ss follow instructions.

Understanding the use of the vocabulary to construct a clock.

Ss are able to say the hour.

Type of activity: IndividualPractice1 Say the instructions one by one. Say: Look at me. Listen and follow the instructions. Point at the instructions in the book as you read them. Give students enough time to do the task.2 Check students work. Help them if necessary. 3 Read the task instructions or ask the student to read them.4 Use one of the clocks made in Task 5. Invite a student to the front. Tell student a time. Encourage the student to show the time on the clock. Play the CD or read Script 15. Stop after each time. Allow students enough time to do the task. Help them if necessary.


Write isolated phrases and sentences for simple informational texts such as labels, messages, forms, cards, etc. by using basic appropriate punctuation marks (i.e. hours)

Type of activity: Pair workProduction1 Put students in pairs. Student A ask about the clocks. Student B about the watches.2 Monitor students work.


Ask and answer simple display questions delivered directly to them in clear, slow non- idiomatic speech and in areas of immediate need.




Recent topic work: Can you tell me the Time, Please? Recent language work: English

Aims: The students will be able to mark time on the clock.

Objectives Develop intensive listening skills Practice marking the timeIntroduce variety by means of games

Assessment: Reading, listening and writing the time where uses basic structures to say the time in correct way.




Warm upRunning Dodge BallOverview: This game allows for students to demonstrate their coordination as well as running!Equipment Required: 6-8 rubber balls

Set Up:1. Divide the students into two teams. Use the middle line in the gym as the dividing line.2. Arrange Team 1 on one side of the line and Team 2 on the other side. Each team must remain on their side for the duration of the game. There is no crossing the line.3. Equip each team with 3 4 balls.Play:1. The students on each team gently throw/roll the ball across the line towards the other team trying to tag individuals. Tagging with the ball MUST be below the waist.

Ss understand the instructions of the activity by making questions about the activity.

Ss check the hours paying attention to the Tt, until one of the students shouts BINGO.

2. When the player is tagged with the ball they must come to front and stay for 1 minute before rejoining the game!3. The game is played for the duration of predetermine time.[footnoteRef:4] [4: http://www.runforlife.ca/wp-content/uploads/2010/11/Cooperative-Games-2012-B.pdf]

Type of activity: Group WorkPresentation Tt Encourage students to predict what they have are going to do. Read the task instructions.Tell students to read instructions 1 and 2 Show them what they have to do on the board. Check that all students have completed the card and cut up the small pieces of paper.Demonstrate the game. Explain instructions 3 and 4. Perform each instruction as you speak. Use gestures to demonstrate the verbs listen, cover and shout.Tell students listen and play the game. Say: Now, lets play. Are you ready? Take a piece of paper from the bag. Say the time. Put the small squares over the times on the card as you call the times. In this way, you can easily check the times that you have called. Carry on until someone shouts Bingo.

Understand and identify short, simple informational texts (e.g. labels, messages, postcards, timetables, etc.) by making use of clues such as visuals, text shape and layout, and reading one phrase at a time.

Type of activity: Group Work, Individual Practice1 Read the task instructions or ask student to read them. 2 Tell students to mark the time on the clocks in their books. Play the CD or read Script 16. Stop after each sentence to give time students to mark the time. 3 Tell students to compare the times in pairs. Say: Check the times in pairs, please. 4 Invite a student to say the time and another student to mark the time on the board.

Put the listeningListen and mark the times on the clocks.

Its five oh five. Its five ten.Its five fifteen.Its five twenty.Its five twenty-five.Its five thirty.Its five thirty-five.Its five forty.Its five forty-five.Its five fifty.Its five fifty-fiveIts six oclock.

5 Invite a student to the front with his/her hand-made clock. Say: (name), come to the front, please. Bring your clock. 6 Ask the student the time. Say: What time is it, please?7 Encourage the student to show the time on his/her clock and answer. 8. Invite another pair of the students to ask the time and answer.Understand instructions addressed to them carefully and slowly.



Type of activity: Pair workProduction1 Get students into pairs. Say: Work in pairs, please. Use your clocks.2 Walk around the class and monitor. Help if necessary.

EvaluationCheck the winners card against your record card. Say: (name), read the times on your card, please. Ask and answer simple display questions delivered directly to them in clear, slow non- idiomatic speech and in areas of immediate need.


Homework/further work Make a Bingos card at home


Recent topic work: More numbersRecent language work: English

Aims: The students will be able to strengthen the knowledge numbers.

Objectives Develop more practice with numbersDevelop intensive listening skills

Assessment: Listening and writing about the arabic numbers.




Warm upResearch Game

Indicate to the group that you are conducting research to determine.... (make up something). Invite everyone in the group to the center of the room. Say, "If you are more like a Cadillac, go to the right of the room. If you are more like a Volkswagen, go the left of the room."

Once the group is separated, invite everyone to look around to see who has shared interests and to look across the room to see who has different thoughts. Have the group re-join in the center of the room and repeat the activity with two different items.FunctionsHow old are youWhat do you prefer pair numbers or impair numbersTell me the pair numbers Give me an exampleTell me the impair numbers Give me an examplePen---------computerBook--------movie

Ss recognize numbers that they hear.

Ss listen and circle numbers, then listen and write the numbers.

Ss repeat the numbers play the game along with the teacher.

Pairs---------Impairs12 y/old------13y/oldBlack----------White

Make up your own opposing pairs.

For groups that are not mobile, invite the group to stand or sit... raise hand or lower hand.[footnoteRef:5] [5: http://recreationtherapy.com/tx/txwpatv.htm]

Ss recognize numbers that they hear.

Ss listen and circle numbers, then listen and write the numbers.

Ss repeat the numbers play the game along with the teacher.

Type of activity: IndividualPresentation Tt Read the task instructions or asks students to read them. Say: (name), read the instructions for Task 1, please.Demonstrate the task with the example. Invite a student to the front. Say: Write the number, please. Ready? Fifteen.Play the CD or Script 17 two or three times or until the majority of students have completed the task.

Put the listening Listen and write the numbers you hear.fifteen, thirteen, four, eighteen, twenty-three, seventeen, eleven, ten.


Spell personal and educational details (e.g. numbers)

Show the students what they have to do. Demonstrate circle with the example. Play the CD or Script 18 two or three times `Ask students to check their answers in pairs.

Invite a student to circle the numbers on the board.Explain the task. Copy twenty on the boardand the figure.

Distinguish phonemically distinct words related to the learners personal and educational background (e.g. numbers).

Type of activity: Individual WorkPractice and Production1 Listen and circle the numbers your hear. twenty- four, ninety-nine, seventy-eight, forty, ninety, fifty-five, seventeen, sixty, one hundred, twelve.

2 Tell students to do the task individually. Say: Work individually, please.3 Walk around checking students work if needed. 4 Tell students to check the answers in pairs.

EvaluationListen selected numbers; ask to his/her partner that write numbers in correct way.

Recognize syllable, word, and sentence stress.

Spell personal and educational details (e.g. numbers).


Homework/further work Make your own dice at home.


Recent topic work: Working numbersRecent language work: English

Aims: The students will be able to do sums and improve speaking and writing skills.

Objectives Practice adding Develop speaking and writing skill Introduce variety by means of a game

Assessment: Listening, completing and writing the sums results

Materials Students book. CD. Recorder, work sheet attach



Warm upAddition and Subtraction GameResources1 dice2 sets of countersRules1.Throw the dice2. Look for the sum on the grid whose answer corresponds to a number shown on the dice.3.Cover the number with a counterThe winner is the player who covers the most sums.[footnoteRef:6] [6: http://www.emu.org.uk/curriculum/projects/numeracy/Resources/classrs//Nowrmup.doc]

15Ss understand the rules of the game.

Ss complete the sums with its respective result.

Type of activity: Individual, Group WorkPresentation Tt Invite a student to the front. Use the example to explain what students have to do.

Understand instructions addressed to them carefully and slowly.

Explain to students the use of Thats right and Thats wrong.

Read the task instructions.Demonstrate the games with a few students.Explain the instructions one by one. Use gestures to explain put your hands up and snap your fingers. Make sure everybody understand the main rule of the game, ie, the student who fails put hands up, snap fingers or say the numbers is out of the game.

5

Type of activity: Group Work.Practice1 Read the task instructions.2 Copy the sum on the board (4+2=6) as you say: four plus two equals six.3 Tell students to listen and write the figures. 4 Play the CD or read Script 19 two or three times. 5 Tell students to check the sums in pairs. Say: Check the sums in pairs, please.

Put the listeningListening and complete the sums.a) four plus two equals six.b) five plus six equals eleven.c) twelve plus four equals sixteen.d) thirty-two plus five equals thirty- seven.e) one plus forty-seven equals forty-eight.f) twenty plus fifty equals seventy.

15

10Identify the relation between the sound and spelling of English words within their lexical range.

Spell personal and educational details (e.g. sums results)

Type of activity: Pair workProduction1 Tells students to get into pairs and write five sum each. Say: Get into pairs.

EvaluationStudent A: write five sums. Student B: say the answer. Take turns.





Recent topic work: FamiliesRecent language work: English

Aims: The students will be able to show vocabulary related with family.

Objectives Present and practice vocabulary related to families. Develop intensive listening skillsDevelop writing skills

Assessment: Give and ask for basic information about family relationships




Warm upObject & Relationships (up to 20 people)

a) Gather and place on a tray or table a number of household objects. There should be more than the number of attendees. These might include such things as a spoon, stapler, tape, balloon, magnet, string, glue, candle, dried flower, knife, candy, rock, cup, and so on. You can alternatively use graphics on small pieces of paper.b) Ask each person to take an object that reminds him/her of something to do with relationships or marriage.c) Voluntarily or going around a circle, ask each person to say their name and then share how the object reminds them of relationships or marriage.[footnoteRef:7] [7: http://www.bahaimarriage.net/Workshops-Introductions,Warmups,Energizers,andGames.pdf]

5 minSs use family vocabulary to show the relationship amount the members.

Type of activity: Group WorkPresentation Tt Read the task instructions.Introduce the words for family members orally. Say: Listen Point to the words. Say the words in order. Use the gestures as you speak. Demonstrate the task. Read the first part of Script and point to the example. Say: Father is number 1 Play the CD or read Script 21 two or three times. Tell students to check their answers in pairs.

Put the listening Listen and identify the people. Hello. Im Rosita Valencia. Im 12. Look. This is a picture of my family. There are seven people in my family. My father is # 1 and my mother is # 4 in the picture. The girl next to my mother is my sister. Shes # 3 in the picture. The boys next to my mother are my brothers. Theyre # 6. This woman is my grandmother. Shes # 5 in the picture.Finally this man is my grandfather. Hes # 2 in the picture.Explain that people adds to a name to indicate possession; as in fathers names. Give students some examples.Tell students about your family using the information from the previous task.

Understand speech that is clear, standard, and delivered slowly and intentionally.

Type of activity: Group Work Practice1 Read the task instructions.2 Copy the table on the board. Explain the meaning of name, relationship and age with the example. 3 Read the first part of Script 11 and write 12 in the age column.4 Play the CD or read Script 22 two or three times. Say: Tell students to complete the information as they listen. Say: "Listen and complete the timetable, please." information, please. 5 Ask a student to come to the board to complete the information about Rositas family.Put the listeningListen and complete the information about Rositas family Hello. Im Rosita Valencia. Im 12 years old. Look. This is my family. There are seven people in my family.My fathers name is Ernesto. Hes 38 years old. My mothers name is Mariana Cordero. Shes 35. My sisters name is Cecilia. Shes 5 years old. My brothers names are Telmo and Julio, Telmo is 3 years old and Julio is 14. My grandmothers name is Miriam Lara. Shes 58. My grandfathers name is Manuel Valencia. Hes 56. I love my family.6 Copy the words on the board and write down information about your own family.Take down in writing a dictated or recorded message within the limits of their repertoire for the level.


Type of activity: IndividualProduction1 Tell students to do the task individually. Say: Work individually, please.2 Monitor students work. Help if needed.

A possible production modelFather Vicente 45 / mother Amanda 42 / brother Luis 15 / Mario 17 / Sonia 8

EvaluationTell students to write about their families following the model.

A possible production model

I am Mario Torres. I am years old. My fathers names is (). He is (). My mothers name is (). She is (). My sisters names are (). and ().(). is (). and (). is My grandmothers name is (). She is (). My grandfathers name is (). He is ().

Spell personal and educational details (e.g. family relationships, own names, ages).


Homework/further workWrite about their relatives at home.


Recent topic work: A family treeRecent language work: English

Aims: The students will be able to construct sentences using possessive of noun.

Objectives Develop intensive reading skillsDevelop speaking skillsLearn how to complete a family tree

Assessment: Reading and writing about a family tree

Materials Students book



Warm upFamily tree spot the differencePairwork picture difference, in this case a family tree where some of the details have been changed on one version. You can make this more challenging by telling them how many differences they have to find (without looking at each others pictures) and making one or two really difficult to spot ones such as someone being the oldest son in one version and the middle son in the other.[footnoteRef:8] [8: http://edition.tefl.net/ideas/vocab/vocabulary-practice/]

Ss show the relationship that they haves with his/her family member using possessive of noun.

Type of activity: Group Work.Presentation Tt Read the task instructions. Use gestures to explain the meaning of read and complete.Tell students to look at the title of the text and the pictures. Encourage students to tell you what they have to do. Say: Tell me what you have to do in this task. Demonstrate the task. Read the information about Susanas mother. Point to the picture and the example as you speak. Demonstrate the task. Bring a student to the front. Say: (name), come here, please.Respond with simple, direct answers given that the interviewer is patient and cooperative.

Type of activity: IndividualPracticeEncourage students to read the text silently. Do not translate. Say: Read about Susanas family, please.Read the task instructions or ask student to read them.Copy the question and answer on the board to demonstrate what students have to do. Point to the pictures as you speak.Write these cues on the board: Hes She`s He lives She lives in/near ...Walk around the class checking students work. Allow students enough time to read.Tell students to check the information in pairs.Copy some squares on the board and write the names under the corresponding square.Understand and identify short, simple informational texts (e.g. labels, messages, postcards, timetables, etc.) by making use of clues such as visuals, text shape and layout, and reading one phrase at a time.

Extract the gist and key information items from short, simple informational texts, especially if there is visual support.

Type of activity: Pair workProductionGet students into pairs. Say: Get into pairs, please. Take turns to ask and answer.Point to a picture. Say: Whos this?Encourage the student to give a complete answer as in the productions model below.A possible production modelWhos this? Elba, Susanas mother.Shes 39. She lives in Caldern.

Whos this? Carmen, Susanas sister.Shes 16. She lives in Quito.

Whos this? Juan, Susanas brother.Hes 21. He lives in Quito.Whos this? Laura. Susanas grandmother.Shes 69. She lives in Manta.

Whos this? Francisco. Susanas father.Hes 47. He lives in Caldern.

Whos this? Julio, Susanas grandfather.Hes 65. He lives near Chone.EvaluationParticipation through a checklistAsk and answer simple display questions, delivered directly to them in clear, slow non- idiomatic speech and in areas of immediate need.

Ask and answer questions about themselves and other people, where they live, people they know, things they have, etc.




Recent topic work: Pedros familyRecent language work: English

Aims: The students will be able to use possessive nouns in sentences.

Objectives Develop intensive reading skillsDevelop speaking skills Know how to describe family relationship

Assessment: Reading, writing and speaking about Pedros family




Warm upWrite the names of your family members and place them in the right position of the family in the family tree.

Ss show the description family relationship that they have with him/her family using possessive nouns.

Type of activity: Group WorkPresentation Tt Tell students to read the instructions. Tell students to look at the table and the text and predict what they have to do.Demonstrate the task. Read the first part and complete the information about Jos. Point to the phrases in the text. Demonstrate what students have to do. Say: Whos Jos? Point to the information in the table as you speak. Encourage the student to answer.

Extract the gist and key information items from short, simple informational texts especially if there is visual support.


Type of activity: IndividualPracticeTell students to read the text silently. Say: Read the text silently, please." Monitor the task. Walk around the class. Help students if needed. Invite a pair of students to ask and answer questions about Hortensia. Say: Two volunteers, come here, please. Ask and answer questions about Hortensia, please.Tell students to get into pairs to check the information in their tables. Copy the example on the board. Invite a student to the front.Allow students enough time to talk. Walk around checking students work. Help them if needed. Understand and identify short, simple informational texts (e.g. simple informational text) by making use of clues such as visuals, text shape and layout, and reading one phrase at a time.


Type of activity: Pair work ProductionGet students into pairs to do the task.A possible production modelWhos Jos Hes Hortensias husband. Whos Hortensia? Shes Jos wife. Whos Ma. Fernanda? Shes Hortensia`s daughter. Whos Ximena? Shes Joss daughter. Whos Pedro? Hortensia`s son.Whos Antonio? Hes Ma. Fernandas husband.Whos Ral? Hes Jos son.Whos Cecilia? Shes Rals wife.Respond with simple, direct answers given that the interviewer is patient and cooperative.


Homework/further work Write about their family relationship at home.


Recent topic work: Two families treesRecent language work: English

Aims: The students will be able to strengthen the using possessive of nouns.

Objectives Develop speaking skills Develop writing skills Practice how to interpret graphics

Assessment: Observe and writing about two families trees.




Warm upExchange yesterday family tree among your classmates and write five sentences using the possessive of noun.Ss show the description family relationship that they have with him/her family using possessive of nouns.

Type of activity: IndividualPresentation Tt Say: Student A: look at the information about Marcos family on the page. Tell Student B about Marcos family. Point to Marcos family tree. Say: Student B: complete Marcos family tree. Point to the family tree as you speak.Give students an example. Draw an outline family tree on the board. Invite a Student B to the front. Say: Marco is Irmas father. Help Student B to fill in Marco and Irma on the family tree.Student B: look at the information about Juans family, please. Tell Student A about Juans family. Do the same as in steps 3, 4 and 5.



Type of activity: Group Work.PracticeAllow students to do the task. Monitor students work. Help when necessary.Marco is Rocios husband./ Irmas father./ Marthas father./ Jaimes father. Rocio is Marcos wife./ Marthas mother./ Irmas mother./ Jaimes mother. Irmas is Marcos daughter./ Rocios daughter./ Marthas sister./ Jaimes sister./ Jaime is Marcos son./ Rocios son./ Irmas brother./ Marthas brother.

Spell personal and educational details (e.g. own name, family relationship)

Type of activity: Pair workProductionGet students into pairs. Student A and B.Tell students to read the task instructions.Check the task on the board.

EvaluationTell students to write individually.A possible production modelIrmas is Marcos daughter.Rocio is Marcos husband and Irmas motherMartha is Irmas and Jaimes sister.Jaime is Irmas and Marthas brother.Follow single-step written instructions




Recent topic work: My family treeRecent language work: English

Aims: The students will be able to exchange information about his/her family members

Objectives Develop speaking skillsExchange personal information about family relationships

Assessment: Speaking about his/her family




Warm upStick the photo of your principal members and put them in right position of the family in the extra material of genealogical tree.

Type of activity: IndividualPresentation Tt Copy the family tree on the board. Complete the family tree with own family members.Tell students to complete their family trees.Ss show the description family relationship that they have with him/her family.

Type of activity: IndividualPractice1 Copy these cues on the board: Whos this? Whats his/her name? Whos s wifeHe/shes my...2 Invite a student to the front. Tell him/her to bring photos of his/her family.3 Tell the student to show you the photos and ask: Whos this? Point to the cues as you ask. Encourage the student to answer.4. Invite a pair of students to the front. Encourage them to ask and answer questions about their families using the cues on the board.Respond with simple, direct answers given that the interviewer is patient and cooperative.


Type of activity: Pair workProductionGet students into groups. Say: Work in groups of four, please. Use your hands to groups the students.

Walk around the class. Monitor students work. Help if needed.






Recent topic work: My classroomRecent language work: English

Aims: The students will be able to use of prepositions of place.

Objectives Practice and develop vocabulary related to the classroomDevelop intensive listening skills Practice the use of prepositions of place

Assessment: Listening, writing and about the object in Ruths classroom




Warm upCardboard, markers, adhesive type. Give the students a list of classroom vocabulary. Student writes down the words and places them in the classroom.The one who gets the majority of words stuck in the class, earns a prize.

Ss identify words that are related with the classroom objects

Type of activity: Group WorkPresentation Tt reads the task instructions or asks a student to read them. Say: (name), read the instructions for Task 1, please.Introduce the words orally. Say: Listen. Point to the objects in your classroom. Say the words in order. Demonstrate the task. Read the first part of Script 23 .Point the example. Say:Number 1 is a bin.Ss understand and associate each object with its position on the class using prepositions of place.

Tell students to number the object as they listen. Say: Listen and write the number as you listen.Play the CD or read the Script 23 two or three times.Tell students to check their answers in pairs.Then check the task on the board.

Put the listeningListen and identify the object in Ruths classroom.

Hello. Im Ruth. Im in class one. Look, this is a picture of my classroom. Its very nice. Theres a bin, Its number 1. Theres also a board. Its number 2. Theres a map, too. Its number 3. Theres also a table. Its number 4. Oh! Theres a chair. Its number 5. Theres also a window. Its number 6. Theres also a door. Its number 7. And theres a cupboard. Its number 8.

Explain the words object and position using some objects in your classroom.Copy the example on the board to demonstrate what students have to do. Say: Match the objects with their positions. Draw a matching as you speak.Read the task instructions.Tell students to look at the picture. Point to the examples to demonstrate what students have to do.

Type of activity: Group WorkPractice1 Tell students to listen and do the task. Say: Listen and match, please.2 Play the CD, (script 24) two or three times, until most of students have finished the matching task.3 Tell students to check their answers in pairs. Say: Check the answers in pairs, please. 4 Check the task on the board. Say: (name), come to board to do the matching task, please.

Put the listening Listen and match the objects with their positions.

Hello. Im Ruth. Im in class one. Look, this is a picture of my classroom. Its very nice. Theres a bin, Its near the window Theres a chair. Its near the window. too. Theres also a map. Its on the wall. Theres a table. Its near the chair. Theres a board. Its on the wall, too. Theres a cupboard. Its near the door.


Type of activity: IndividualProductionTell students to do the task individually.Monitor students work. Help if needed.Check the task on the board.

EvaluationTell students to draw five objects of the classroom.





Recent topic work: Classroom objects and positionsRecent language work: English

Aims: The students will be able to ask and answer questions related with objects and positions.

Objectives Provide more practice on the use of prepositions of placeDevelop speaking skills Develop writing skillsProvide practice on the use of stress in phrases

Assessment: Observe and writing about classroom and object positions




Warm up Vocab gameThe children are already in two teams, so I will draw two lines on the floor in front of me, and get the children to line up behind the lines in their teams. Using flashcards we will then play the I want to sit down game. The purpose of this game is that the first team with all the children sat down, gets points. All the children have to do is say the new vocabulary correctly, and before the other person in the other team.The two front children in each line will be shown a flashcard, either the image or else the word, and will have to tell me what it is or says. They have to be correct and say it before the other person. The first one to do this gets to sit down, or else be a judge for me.I find this game is very useful in helping children to remember. Not only to remember, but also to help with reading and understanding. They are very competitive so they enjoy it as well.[footnoteRef:9] [9: http://goldstarteachers.com/my-top-7-classroom-games/`]

Ss associate each object with its position on the class using prepositions of place.

Ss use the prepositions of place to ask and answer questions.

Type of activity: Group Work.Presentation Tt ask a student to read the instructions. Say (name), read the instructions for task 2, please.Tell students to look at the pictures and predict what they have to do.Copy these phrases on the board: I think theres a . Look, Theres aTt Explains the use of there is Tell students to look at the pictures very carefully to spot the differences. Point to a picture and say: Look, in this picture theres a map of Ecuador on the wall.Tell students to look at the information in Task 1. Say: Look at the information in Task 1, please.Follow single-step written instructions.

Type of activity: IndividualPracticeRead the task instructions.Copy the table on the board. Say: The teachers desk is Point to the object as you speak and write the example on the board.Invite a student to the front to write another example. Say: (name), write about the door please.Copy these cues on the board: Where theres the Its Demonstrate the task. Invite a student to the front. Say: Wheres the teachers table?Encourage the student to answer. Point at the information on the board. Walk around the class checking students work. Help if necessary. Give students enough time to do the task. Invite a pair of students to perform in front of the class.Write This is my classroom. There is a on the board. Refer to the information in Task 1 on the board to complete the sentence.Understand instructions addressed to them carefully and slowly.

Spell personal and educational details (e.g. classroom objects, positions)

Ask students to complete the paragraph individually.Walk around the class checking grammar and spelling. Help if needed.Invite a student to the front to write the description of your classroom on the board. Correct mistakes when the student finishes writing.

A possible production modelThis is my classroom. There is a board. It is on the wall. There is a bin. It is near the door. There is also a table. It is near the board. There is a map. It is near the window. There is a cupboard. It is near the door.

Type of activity: Individual, Pair workProductionTell students to do the task individually.Monitor students work. Allow students enough time to do the task. Help students with pronunciation and intonation if necessary. Check the information on the board. Do not erase this information.

A possible production modela bin / near the door a board / on the walla table / near the windowa chair / near the tablea cupboard / near the chairTell students to work in pairs. Say: Get into pairs to ask and answer questions, please.Recognize syllable, word, and sentence stress.

Distinguish phonemically distinct words related to the learners personal and educational background (e.g. classroom objects, positions)

Ask people for things and give people thing.

A possible production modelWheres the teachers table? Its near the window.Wheres the bin? Its near the door.Wheres the board? Its on the wall.Wheres the chair? Its near the teachers table.Wheres the cupboard? Its near chair.

Monitor students work. Allow enough time to do the task.

EvaluationAsk students to compare the information. Say: In pairs, find the differences please.




Recent topic work: School thingsRecent language work: English

Aims: The students will be able to show vocabulary related with school things

Objectives Develop vocabulary related to school thingsDevelop and practice colors Practice questions and answers

Assessment: Listening and writing about school things and its colors




Warm upMexicam waveThe children are all sat in a circle, and are asked to each stand up and say a word. But each word has to be different from the others, and has to be done quickly. At first, the children are given a word and have to say that word when it is their turn, then they will pass the word onto the person on their right, and repeat the game. This way each student will say every word, but they enjoy it because it is a fast game, where they are standing and sitting, listening and speaking, and you can even make it so they are writing and reading. It is different from just sitting down and repeating words![footnoteRef:10] [10: http://goldstarteachers.com/my-top-7-classroom-games/]

Ss recognize the school things that there are into your school bag.

Ss associate the school things with specified colors.

Type of activity: Group Work.Presentation Tt Read the task instructions.Introduce the days of the week orally. Point to them as you call them out. Students point to the days as they listen to you.Say the subjects in order. Point to them as you speak.Explain the word break, telling students what time they have it. Say: "Our break la at..."Read the first part of Script 26. Point to the days, times and subjects to demonstrate what students have to do.

Recognize and distinguish the words, expressions, and sentences in simple spoken texts related to the learners personal and educational background. Understand instructions addressed to them carefully and slowly.

Type of activity: Group Work, PracticePlay the CD or read Script 26 two or three times. Tell students to focus their attention on the subjects.Ask students to check the information in the timetable in pairs.Put the listeningAn Ecuadorian School TimetableListen and complete the information in this Ecuadorian school timetable.This is an Ecuadorian school timetable. We have nine subjects. On Monday we have Mathematics. Spanish. Music. Social Studies. English. Science and Physical Education. On Tuesday we have Spanish. Mathematics. Mathematics again. Social Studies. English. Science and Physical Education. On Wednesday we have Mathematics, Spanish, Spanish again, Social Studies, English. Science and Practical Options. On Thursday we have Spanish. Mathematics. Social Studies.Science. English. Music and Practical Options. On Friday we have Mathematics.Distinguish phonemically distinct words related to the learners personal and educational background (e.g. timetable, subjects)


Mathematics, Spanish. Science. English. Social Studies and Practical Options.Read the task instructions.Tell students to look at the subjects in Sophie's school timetable. Say the subjects Point to them as you speak.Explain the word lunch to students. Use gestures.

Type of activity: IndividualProductionTell students to complete the information as they listen. Say: "Listen and complete the timetable, please."Play the tape or read Script 27 two or three times. Check the task on the board.Put the listeningSophie's School TimetableListen and complete Sophie s school timetable.This is Sophie's school timetable. On Monday she has Science. Music. Humanities and Mathematics. On Tuesday she has Design. Science, English and French. On Wednesday she has Science. English, Mathematics and Humanities. On Thursday she has Art. Humanities. Mathematics and Design. On Friday she has English, French. Physical Education and Humanities.EvaluationAsk to his/her partner that tell him/her subjects timetable of a day.Take down in writing a dictated or recorded message within the limits of their repertoire for the level.





Recent topic work: TimetablesRecent language work: English

Aims: The students will be able to complete Sophie's timetable

Objectives Develop speaking practiceDevelop writing skills

Assessment: Speaking and writing about Sophies timetable




Type of activity: Group Work.Presentation Tt Read the task instructions.Copy the table on the board.Explain the meaning of the phrases in the first column.Demonstrate the task. Tell students to look at the information in Tasks 1 and 2. Point to the timetables as you speak. Complete the information about Sophie.

Ss design and use the open-ended questions about time

Ss recognize the question and answer them

Type of activity: IndividualPractice1 Tell students to do the task individually. Say: Work Individually, please."2 Walk around the class checking students' work. Help if needed.3 Check the task on the board. Ask a student to go to the front and complete the table on the board.

Spell personal and educational details (e.g. school days, # of classes a day, subjects, etc.)

Sophie's timetableSchool days: From Monday to Friday # of classes a day: 4 # of subjects: 9 Duration of classes: 90 minutes Time school starts: 8:45 Tune school finishes: 3:45

4 Read the task instructions.5 Invite a student to the front. Point to the question in the book and say: 'What are the school days in Ecuador?" Encourage the student to answer looking at the information from the previous task on the board.6 Invite a pair of students to ask and answer questions about the Ecuadorian and Britishschool timetables using the questions in the book.

7 Tell students to look at the information in Tasks 2 and 3. Say: "Look at the information in Tasks 2 and 3. please."8 Copy the first two sentences on the board. Look at Sophie's timetable and complete them.9 Tell students to do the task individually.10 Walk around the class. Monitor students work by looking at their books. Help students with spelling if necessary.11 Ask a student to the front to complete the paragraph. Make corrections if needed.Ask and answer simple display questions delivered directly to them in clear, slow non- idiomatic speech and in areas of immediate need.


Type of activity: Pair workProductionGet students into pairs. Student A and Student B. Explain that Student A asks about the Ecuadorian timetable and Student B asks about Sophie's timetable. Say: "Work in pairs, please."

What are Sophie's school days?Monday. Tuesday. Wednesday. Thursday and Friday.What time does school start? At 8:45.What time does school finish? At 3:45.How long are the classes?Ninety minutes.How many classes are there?Four.How many subjects are there? Nine.

EvaluationStudent A asks questions to student B, and B answers the questions.






Recent topic work: Elisas classroomRecent language work: English

Aims: The students will be able to strengthen the knowledge prepositions of place

Objectives Build on students knowledge of classroom vocabularyDevelop intensive reading skills Present and practice the difference between is and areReinforce the use of prepositions of place Develop speaking skills

Assessment: Listening, writing reading about Elisas classroom




Warm upIdea #10: The teacher writes two questions on the board. Students stand up and find a partner to ask/answer each question. After both questions have been covered by both students, each finds a new partner. They then repeat the process. Because students talk to several people several times on the same topics, their answers will show improved accuracy and fluency.[footnoteRef:11] [11: http://www.betterlanguageteaching.com/esl-activities/85-warmup-activities]

Ss understand and difference the usage of the singular and plural use to be.

Ss use the prepositions of place to ask and answer questions

Type of activity: Group Work.Presentation Tt Read the task instructionsAsk students to tell you some things that are in the classroom.Say the words in the box two or three times. Point to them as you speak.Read the first part of Tapescript 28 to demonstrate what students have to do.Explain that we use is when we talk about one thing and that we use are when we talk about more than one thing.

Pronounce words, expressions, and statements in their personal and educational repertoire intelligibly, phonetically differentiating distinct words so as to avoid misunderstandings.

Type of activity: IndividualPractice 1 Play the CD or read Script 28 two or three times. Tell students to make notes as they listen.2 Check the task orally.

Put the listeningListen and label the objects. Use the words in the box.This is Elisa's classroom. She goes to Pichincha School in Quito. She is in class one. There are 45 students in her class. The students have their books under their desks. There are two windows. There are also three posters on the wall. One poster is near the board and the others are near the window. There is a noticeboard on the wall. There are two lights on the ceiling.

3 Read the task instructions.4 Write This ... Elisa's classroom on the board



5 Encourage students to fill the space with is or are. Write is in the space.6 Read the task instructions.7 Write these cues on the board: Where are ... Where's...8 Invite a student to the front. Point to the books and say: "Where are your books?" Encourage the student to answer as in the example9 Invite a pair of students to ask and answer questions about some objects in the class room.


Type of activity: Individual, Pair workProduction1 Tell students to do the task individually.2 Walk around the class checking students' work. Help if needed.3 Ask students to compare their work in pairs.4 Check the task orally Say: Tell me number.5 Get students into pairs. Tell students that the stress is on the last words in both questions and answers.Place stress on the correct syllables of mono and polysyllabic words and sentences in their repertoire.


A possible production modelWhere are your books?Under my desk.Where's the noticeboard?Near the door.Where are the posters?On the wall.Where arc the lights?On the ceiling.

EvaluationPair work: Ss draw five objects of Elisas classroom. Student A asks questions and student B answers, take turns.



class planifications

Documents

students time

fifteentell students

monitor students

partner instructions

courtesys words

listening listen

type of activity

distinct words